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Implementation of Interactive Multimedia-Based Learning

To Creat ICT Literacy in Education of Computer Science Education Program

FPMIPA UPI

Wawan Setiawan, Heri Sutarno, and Enjang A. Nurdin

Computer Science Education FPMIPA UPI

A b s t r a ct

Interactive multimedia-based learning is learning to use computer tools

that can be combined with face to face activities. Interactive multimedia

can improve learning effectiveness is no longer limited by space and

time, anytime and anywhere as long as students have a computer device,

the learning process can be done. This activity aims among others to give

enlightenment to the world of education through the adaptation of

information and communication technology in the learning that occurs

accelerating the acquisition of information and learning quality

improvement. The impact of this activity is expected to create

technology-literate culture among the education community both faculty

and students so as to enhance innovation and creativity of the parties

involved in the learning college. Interactive multimedia identical with the

institution's assets, and competencies of human resources. Renewal of

competence can be done among others through interactive multimedia

that competence is always giving business value through creativity and

innovation of human resources. Competence development process can be

carried out within a relatively short and covers a larger number.

Interactive multimedia can be done from any location as long as he has a

computer device, interactivity is possible independently and in complete

visualization. To develop interactive multimedia, required human

resources, infrastructure and training settings. Role or roles required in

the implementation of interactive multimedia-based learning among

others, lecturers and students. Lecturer role filling material, responding to

student questions, and assess student work submitted. Students access the

material act, discuss, and the tasks required. Infrastructure needed is not

too complex includes both a desktop computer or laptop or computer lab.

Implementation of interactive multimedia learning done in several stages

that are user needs analysis, review multimedia software, software

installation, operational training software, and maintenance.

Implementation of learning activities will be performed in Education

Study Program of Computer Science Education at FPMIPA UPI to

Introduction Information and Communication Technology course with 4

(four) study groups. Preliminary results indicate a change in culture with

ICT literacy. In learning to use interactive multimedia, there are several

obstacles and supporters. Supporting factors such as students and

lecturers are good with computers, the availability of computer facilities,

high student interest, and a positive response to faculty using interactive

multimedia. Inhibiting factor is the specification of a multimedia

computer to play less than the maximum so that the interactive

multimedia will be slow.

Keywords: Interactive Multimedia, Information and Communication

Technology.

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I. INTRODUCTION

1.1 Background

Many phenomena that occur in nature in the form of multimedia, but in the text books, such

phenomenon was modified in a written form that must be changed again by the readers into

mental images, it takes imagination, which sometimes felt difficult by students pesetas.

Multimedia-based learning is learning to use a computer system equipped with audio, visual

and kinetic (mouse). Concepts that are abstract, and difficult to observe that it is hard to

reach learners pesetas imagination can appear more concrete and resembles the real world by

using visualization.

1.2 Objectives and Targets

1.2.1 Objectives

In particular, this activity aims among others to the following. Packed full of interactive

multimedia software for 4 (four) study groups.

a. The installation of supporting software applications required to support interactive

multimedia-based learning.

b. Disseminating software interactive multimedia-based learning at the faculty and

students to interactive multimedia-based learning to walk.

c. To evaluate learning outcomes with interactive multimedia.

1.2.2 Targets

Specifically target this activity among others to be as follows. Education Studies

a. Program Computer Science has an alternative learning model that empowers ICT.

b. Studies Program Computer Science Education has resources that can empower ICT

as a means of modern pembelaajran.

c. Education Studies Program Computer Science has a culture of modern learning

through ICT empowerment.

d. Education Studies Program Computer Science was able to develop more modern

teaching models.

e. Model learning system is easy to learn and use by lecturers and students.

Learning facilities available that can be used anytime, anywhere and by anyone.

1.3 Research Problems

Problems of this activity can be translated into several sub-problems as follows.

a. How to prepare a study into the community as a multimedia interactive ICT-based

learning?

b. How to prepare human resources for ICT to empower the learning tools?

c. How did the implementation of interactive multimedia?

d. How to guard the continuity of interactive multimedia learning?

e. How the effectiveness of learning with interactive multimedia?

II. LITERATURE STUDY

2.1 Learning Theory

There are several theories put forward about learning, every theory has its own concepts or

principles of learning that occurs in pesetas students, learning theory can be categorized to

several sections, among others:

1. Theory of behavior (Behavioristic)

According to behavior theory approach, each of stimulation led to a response back. For

example in computer-based learning, student interest pesetas to learning caused by the way

of delivery of good teaching so that students pay attention pesetas. This theory assumes that

students will perpetuate something action, if appropriate reassurance given to students.

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2. Constructivism Theory

According to constructivism, learners peseta is no longer considered to be learned from what

is given by the professor or the teaching system, but actively educate pesetas establish

himself. Constructivism view learning as an active process that occurs in one in building

knowledge significant in themselves through interaction with the environment by building

linkages between knowledge and knowledge has been under study. Pesetas students

"construct" (building) to check his own knowledge with new ideas and approaches based on

knowledge and experience of previous students pesetas, apply them to new situations and to

integrate new knowledge gained by students pesetas intellectual abilities that have been built

before.

3. Cognitive Theory

Cognitive theories related to memory, namely long-term memory and short-term memory.

This theory also supports the interactive learning, where students act actively acquiring,

structuring and reviewing the knowledge to make it meaningful. To help students acquire

knowledge, subject matter presented in the form of visualization that knowledge is better

organized and easily understood. Some aspects of cognitive theory is very important in

computer-based teaching. These aspects include: observation and penanggapan; memory;

understanding active learning; motivation; transfer of learning and the differences between

individuals. In order to improve the quality of education, one business can do is to

understand how the students learn pesetas, among others:

a. What behaviors indicate that learning has taken place in pesetas educate yourself?

b. How information obtained from the environment is processed in the minds of students so

that the peseta's pesetas and then pesetas educates students to develop?

c. How should the information is presented so that students can digest pesetas and

remember longer educates pesetas in mind?

2.2 Media In Teaching Learning Process

Every person has different abilities in capturing the information communicated to him.

Learning experiences that each person has a very varied, namely:

a. 10% of what is read,

b. 20% of what is heard,

c. 30% of what is seen,

d. 50% of what is seen and heard,

e. 70% of what is said,

f. 90% of what is said and done

From the above description, so that teaching and learning process can work well, students

should be encouraged pesetas to utilize all the tools senses. Lecturers tried to display the

stimulus (stimulus) that can be processed in various senses. The more sensory organs that are

used to receive and process information the more likely the information is understood and

retained in memory.

3.3 Computer-Based Interactive Learning

Multimedia is a tool that can create dynamic presentations and interactive graphics that

combine text, animation, audio and video. Utilization of computers to create a combined

text, graphics, audio, moving images (video and animation) by combining the link

(relationship) and tools that allow users to navigate, interact, create and communicate.

Multimedia Interactive (MMI) has several characteristics, among others:

a. Content representation (giving satisfaction);

b. Text combines graphics, animation, audio and video;

c. Full color and high resolution;

d. Response and reinforcement learning;

e. Developing principles of self-evaluation;

f. Can be used in classical or individual.

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Computers serve as managers in the learning process known as the Computer-managed

Instruction (CMI). Utilization of the computer as a teaching assistant in addition known as

Computer-Assisted Instruction (CAI) or Computer-Assisted Learning (CAL) is a computer

assisted learning as a guide (guide), for example, interactive CDs mathematics, Science,

Physics, Biology, and others. While Computer Based Instruction (CBI) is learning to use

computers as tools (tool). CAI was developed in several formats, including: tutorials, drill

and practice, simulations, games, and discovery.

Figure : Computer Assisted Instruction (CAI) Model

a. Tutorial

Tutorial teaching program with computers based that imitate the tutor system conducted by

professors or instructors. Information or messages presented in the form of a concept of a

computer screen with text, pictures, or graphs.

b. Drill and Practice (Exercise)

Computer prepared a series of problems or questions similar to those commonly found in a

book or work sheet workbook. One question asked and the answers given by students pesetas

then assessed and analyzed and presented before the next question is displayed.

c. Simulation

Simulation program with the help of a computer trying to match the dynamic processes that

occur in the real world.

d. Games Educatonal

Game program is well designed to motivate students pesetas, increase knowledge and skills.

III. METHODOLOGY

These activities will be implemented through the stages as follows.

3.1 Preparation

a. Need Assessment

b. Provision of CD learning package

c. Simulations using the CD package of learning

3.2 Implementation

a. Implementation study

b. Provision of learning tasks

c. Evaluation of learning outcomes

GAMES 4

DRILL & PRACTICE 2

TUTORIAL 1

SIMULATION 3 DISCOVERY

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MODEL CAI

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3.3 Monitoring and evaluation activities

a. Review and evaluation of interactive multimedia devices

b. Completion of interactive multimedia devices

c. Testing interactive multimedia devices that have been furnished

3.4 Analysis of the impact

a. Skil use the software.

b. The spirit of empowering technologies to support the study process.

c. Optimizing the learning time.

d. Technology-literate culture.

3.5 Reporting

a. Formulation of the report

b. Submission reports

3.6 Utilization Strategy

Here is a role or roles required in the implementation of interactive multimedia:

Table 3.1 Role and Function

Name Of Role Actions

Lecture Designing learning

Filling material

Responding to a question

Evaluating tasks

Giving feedback

Evaluating the learning process

Student Following learning

Respond / actively participate;

Studying multimedia

Discussion

Sending tasks

Following evaluation

Infrastructure necessary for interactive multimedia systems can work well is as follows:

Table 3.2 Infrastructure

Kind Spesification

Personal Computer Supports flash applications

Capacity 512 MB (and can grow as needed plus)

LCD Projector Support presentations

Computer Lab Supports flash applications

Capacity 512 MB (and can grow as needed plus)

Interactif Multimedia

(MMI)

Content representation (giving satisfaction);

Text combines graphics, animation, audio and video;

Full color and high resolution;

Response and reinforcement learning;

Developing principles of self-evaluation;

Can be used in classical or individual.

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IV. RESULTS

From the results of a preliminary study of 64 students obtained the following data:

A. Students

1. Students interest of introductory courses in information technology

Table 4.1 Students Against Interest introductory course

Student Interests Frequencei Persen (%)

a. Very Interesting 23 35.9

b. Interesting 24 37.5

c. Not interesting 2 3.1

d. Boring 15 23.4

Total 64 100.0

Table 4.2 Reasons Students introductory courses

Alasan Mahasiswa menyukai Mata kuliah

Pengantar Teknologi Informasi dan Komunikasi Frekuensi Persen (%)

a. Interesting lecture 26 40.6

b. Introductory courses in information technology, many

mamfaatnya 8 12.5

c. Challenged 25 39.1

d. Lecturer is good 5 7.8

e. Total 64 100.0

Table 4.3 Reasons Statistical Data Students are not introductory courses

Alasan Mahasiswa tidak menyukai

Mata kuliah pengantar teknologi informasi Frekuensi Persen (%)

a. College hard 30 46.9

b. His lecturers keler 10 15.6

c. The courses a lot of practice 17 26.6

d. Learning boring 7 10.9

Total 64 100.0

2. Learning Method

Table 4.4 How to Study Students In introductory courses of information technology

Student learning strategy Frekuensi Persen (%)

a. Memorized 6 9.4

b. Practiced 48 75.0

c. Made note 0 0

d. Understood 10 15.6

Total 64 100.0

Table 4.5 Student Activities in learning

Student Activities Frequence Percent (%)

a. Listened to lecturers 12 18.8

b. Practicing 21 32.8

c. Reading books 10 15.6

d. Discussion 21 32.8

Total 64 100.0

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Table 4.6 The use method by lecture

Methode Frequence Percent (%)

a. Demonstration 6 9.4

b. Discussion 10 15.6

c. Lecture 26 40.6

d. Experiment 22 34.4

Total 64 100.0

3. The Use of Learning Media

Table 4.7 Using Learning Media by Lecture

Learning Media Frequence Percent (%)

a. Yes, Always 20 31.3

b. No 24 37.5

c. Rarely 10 15.6

d. Often 10 15.6

Total 64 100.0

Table 4.8 Learning All Media Types Used

Types Frequence Percent (%)

a. Computer 58 90.6

b. Picture 4 6.3

c. Tools 0 0

d. Real Object 2 3.1

Total 64 100.0

4. Factors Inhibiting and Supporting

Table 4.9 Availability of computers at home

Availability Frequence Percent (%)

a. Very Adequate 18 28.1

b. Adequate 29 45.3

c. Inadequate 8 12.5

d. No facilities 9 14.1

Total 64 100.0

Table 4.10 The ability to use computers.

The ability to use computers Frequence Percent (%)

a. Very Good 11 17.2

b. Good 37 57.8

c. No Proficient 16 25.0

d. Can Not 0 0

Total 64 100.0

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5. Student Resuls of Study

Table 4.11 Result of Study

Resuls Frequence Percent (%)

a. Very Good 16 25.0

b. Good 26 40.6

c. Quite 10 15.6

d. Less 12 18.8

Total 64 100.0

B. Lecture

1. Learning Preparation

Table 4.12 Learning Plan

Reasons Frequence Percent (%)

a. To assist in achieving goals 2 50.0

b. An obligation 2 50.0

c. Curriculum demands 0 0.0

d. For credit points 0 0,0

Total 4 100.0

Table 4.13 Resons of Learning Plan

Reasons Frequence Percent (%)

a. Media can be petrified students understand

the concept of 1 25.0

b. Curriculum demands 3 75.0

c. It's a habit 0 0

d. Must exist in college plan 0 0

Total 4 100.0

2. Use of Methodology and Strategy

Table 4.14 Objectives of Learning Plan

Objectives Frequence Percent (%)

a. understand the concepts, principles and strategies 2 50.0

b. memorize lecture 0 0.0

c. answer the question correctly 0 0.0

d. can think creatively 2 50.0

Total 4 100.0

Table 4.15 The Use of Method

Methode Frequence Percent (%)

a. Demonstration 1 25.0

b. Discuss 2 50.0

c. Speech 0 0.0

d. Experiment 1 25.0

Total 4 100.0

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3. Using of Learning Media

1) Student of Interest and Activities in Learning

Table 4.16 Interest of Multimedia Interactif Learning

Interest Frequence Percent (%)

Interesting 22 68.8

Quite Interesting 8 25.0

Uninteresting 2 6.3

Total 32 100.0

Table 4.17 Learning Use Interactif Multimedia

Interactif Multimedia Frequence Percent (%)

a. I am more active learning 21 65.6

b. I'm confused 8 25.0

c. I'm more passive 3 9.4

Total 32 100.0

2) Using The Media

Table 4.18 Difficulties Using The Media

Kesulitan menggunakan media Frequence Percent (%)

a. I feel no difficulty because the instructions

clearly 19 59.4

b. I found it difficult because the instructions are not

clear 4 12.5

c. I do not feel hard because they can use a

computer 9 28.1

Total 32 100.0

3) Understanding Materials

Table 4.19 Understanding Materials

Pemahaman materi Frequence Percent (%)

a. Very Helpful 26 81.3

b. Help 6 18.8

c. Un Helpful

Total 32 100.0

Table 4.20 Matter Understanding by Multimedia

Understanding Frequence Percent (%)

a. Knowing 30 93.8

b. Unknowing 1 3.1

c. Confused 1 3.1

Total 32 100.0

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4) View of Media

Table 4.21 View of Media

Tampilan media Frequence Percent (%)

a. Well 13 40.6

b. Quite 13 40.6

c. Less 6 18.8

Total 32 100.0

Table 4.22 Multimedia Sound

Sound Frequence Percent (%)

a. Well 13 40.6

b. Quite 12 37.5

c. Less 7 21.9

Total 32 100.0

Table 4.23 Presentation of Matter

Presentation Frequence Percent (%)

Very Clear 15 46.9

Very Clear 16 50.0

Unclear 1 3.1

Total 32 100.0

5) Using of Media

Table 4.24 Presentation

Presentation Frequence Percent (%)

a. Well 2 50.0

b. Quite 2 50.0

Total 4 100.0

Table 4.25 Audio

Audio Frequence Percent (%)

a. Well 1 25.0

b. Quite 2 50.0

c. Less 1 25,.0

Total 4 100.0

V. CONCLUSIONS AND RECOMMENDATIONS

5.1 Conclusion

In learning to use interactive multimedia, there are several obstacles and supporters.

Supporting factors such as students and lecturers are good with computers, the availability of

computer facilities, high student interest, a positive response to faculty using interactive

multimedia. Inhibiting factor is the specification of a multimedia computer to play less than

the maximum so that the interactive multimedia will be slow.

5.2. Advice

Based on research results related to the benefits paktis peneltian, the author gives

suggestions: For the faculty, should create interactive multimedia courses mostly done in the

lab, The students should more actively seek other sources of learning that can enhance

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understanding of course material, To the policy makers, the author suggests the existence of

special attention for learning with multimedia developers by providing adequate facilities

and faculty to facilitate menggembangkan and using interactive multimedia, and for

researchers who will conduct research with a focus on the same problem, suggested

researching and developing interactive multimedia courses other.

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Appendix: Snapshoot Interface MMI